This is a blog for early childhood teachers looking for ways to expand and enrich play and learning in and around their sand and water tables with easy-to-make, low-cost apparatus. It may also be of interest for anyone who appreciates children's messy play.

About Me

Early childhood education has been my life for over 30 years. I have taught all age groups from infants to 5-year-olds. I was a director for five years in the 1980s, but I returned to the classroom 22 years ago. My passion is watching the ways children explore and discover their world. In the classroom, everything starts with the reciprocal relationships between adults and children and between the children themselves. With that in mind, I plan and set up activities. But that is just the beginning. What actually happens is a flow that includes my efforts to invite, respond and support children's interface with those activities and with others in the room. Oh yeh, and along the way, the children change the activities to suit their own inventiveness and creativity. Now the processes become reciprocal with the children doing the inviting, responding and supporting. Young children are the best learners and teachers. I am truly fortunate to be a part of their journey.

Saturday, May 6, 2017

Workshop in Guelph

Over the past couple of years, I have corresponded with Aaron Senitt, a kindergarten teacher in Guelph, Canada, about building and creating spaces and what that means for children in the classroom. Our correspondence led to a reflective post in 2015 on how children use and inhabit spaces. Over the past couple of years, I have also followed the work of Melissa Mazar, another person from Guelph. Melissa created a drop-in space for families called the Children's Art Factory. What first got my attention from Melissa's work were her pictures of her sensory table setups.

Fast forward to 2017. When I found out that a couple of my presentation proposals were accepted at the HighScope International Conference in Detroit, I looked at the map and saw that Guelph was a little over three hours from Detroit. I contacted Aaron to ask him about the possibility to do a presentation in Guelph. It turned out that Aaron and Melissa were good friends and they were delighted with my offer to come to Guelph. So after finishing the conference in Detroit, I headed to Guelph to do my first workshop in Canada.

I quickly realized that this was going to be a good workshop because the participants started to arrive carrying loads of different materials and every manner of tool to build with. When participants bring stuff to the workshop that means they have already started to think about building and are primed and ready to go.

After a 45-minute presentation highlighting elements and dimensions to incorporate when building that are important to children in their explorations, the real work---and fun---started. The first task, of course, was to brainstorm what to build and where to start.

This is such an important first step because it models many of the skills we ask of the children. We want children to be able express their ideas clearly. We want children to be able to negotiate with others around their ideas. We want children to accommodate and cooperate with others in the building process.

That does not mean the ideas need to be fully formed to begin building. Many times participants start with an element they know they want to use in their construction and immediately go about creating it.

One group knew they wanted to use a cardboard tube cut in half. They immediately cut the tube using a sawzall, a tool one of them had brought. The person cutting said it cut like butter. Then they taped the two halves together to finish the element.

Now that this one element was completed, they again had to brainstorm, negotiate, accommodate and cooperate to complete the next step in the building process.

This process never ends. There is nothing wrong with that. In fact, it is an extremely good practice because when people build an apparatus for the sensory table---especially if it is a little more complicated---things do not always go as planned. There may be some frustrations, but because this is a creative process, the fun is in the building.

Near the end the workshop, I asked the participants to do a debrief. I asked them to talk to the group about their constructions. I especially asked them to talk about the features they chose to include in their structures. I also asked them to talk about the process with an emphasis on difficulties they encountered and how they worked around or through them.

As part of the workshop, I always have documentation on the walls showing things that I have built over the years. I display the documentation for participants to look at when they arrive and to reference when they start building. Indeed, this group looked at the documentation before the workshop, but they were so busy creating their own apparatus that they never used my documentation as a reference. Each one of their constructions was unique. Here are a couple I thought found especially intriguing.

Thank you to the educators from Guelph and its surrounds for playing with your hearts, minds and hands. Thank you Aaron and Melissa for making it possible to visit your fair city; for the warm welcome; and for the long conversations about our craft. I came away inspired and thinking, even though I no longer have my own classroom, I must start building again.

I urge you to check out Melissa's Facebook page ( Children's Art Factory ) because she is doing some very extraordinary things with sensory tables and art for the children in Guelph. Her drop-in is so successful, she will be moving to a larger space this summer.

2 comments:

Your visit continues to resonate here Tom; lots of positive comments from those who attended and those who heard about it. Your work is a bit like a gift that keeps giving. I had to laugh when I heard a child with buckets and shovels on the playground the other day exclaim "...sand and water!!!!" Elemental.

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DIMENSIONS AND ELEMENTS FOR BUILDING IN AND AROUND THE SENSORY TABLE

When building apparatus for the sensory table, think in terms of the dimensions and elements listed below. Using the different dimensions and elements exponentially expands what can be built in and around the table.

1) ORIENTATION

a) Vertical

b) Horizontal

c) Incline

The incline can vary in degrees from slight to great.

2) LEVELS

Levels are important for children to experience space.

3) OPEN/CLOSED

4) SPACES

This follows from #2 and #3. Create spaces over, under, around and through the table. The spaces can be of various sizes to encourage exploration.

5) HOLES

Children need to put things in holes. Make holes of various sizes and shapes and on various levels.

AXIOMS OF SENSORIMOTOR PLAY

1) Children need to transport whatever is in the table out of the table.*Corollary to axiom 1

During the transporting, children will spill.

2) Children will explore all spaces in any given apparatus no matter how big or small.

*Corollary to axiom 2

More spaces equals more exploration.

3) Children will find all the different levels of play for any given apparatus.

*Corollary to axiom 3

Children will use all levels of play including the highest and the lowest---which includes the floor.

4) Children are naturally drawn to pouring, rolling, or sliding materials and objects down ramps, chutes, and tubes.

5) Children are compelled by nature to put things in holes.*Corollary 1 to axiom 5

Children will find every hole in and around an apparatus no matter how big or small.

*Corollary 2 to axiom 5

Children, whenever possible, will modify the holes of any given apparatus.

6) Children will try to stop or redirect the flow of any medium in the table for any given apparatus.

*Corollary to axiom 6

Children, whenever possible, will try to completely block the flow of any medium.

7) Children will always devise new and novel activities and explorations with the materials presented that are tangential to the apparatus itself.

8) Children will fill any and all containers with the medium or materials provided.

*Corollary to axiom 8

Children need to empty any and all filled containers.

9) Children will pursue their own unique physical challenges when working on, at or next to an apparatus.